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Ethical Policy-Making Exercise France Goulard APSY 603 University of Calgary Dr. Jo-Anne Wilmet

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Ethical Policy-Making Exercise The Francophone Resource Center for Special Needs Students The Francophone Resource Center for Special Needs Students (FRCSNS) is an agency created in order to provide specialized educational services for special needs students in francophone schools. The FRCSNS office is located in Calgary, but services the whole province. The services offered include coordinating assessments, consultations and in-services to support francophone schools in meeting the educational needs of special needs students. For example: Schools may request assessments to determine the nature and type of service required to meet student needs: Consultations to support learning teams in developing effective educational plans; In-services to groups of students, parents, educational staff and administrators to support schools in providing effective learning opportunities for students. The FRCSNSs services are provided to francophone schools, mainly by an itinerant team of consultants who work in collaboration with schools to ensure a comprehensive approach to student needs. Various services are offered in French to support students educational programming in areas of behaviour management, learning disabilities, communication disorders, educational programming, physical or sensory impairments, autism spectrum disorders, foetal alcohol syndrome, and giftedness. The FRCSNS serves students enrolled in a school operated by a francophone regional authority. Eligibility criteria are those outlined by Alberta Education for students within

Running head: ETHICAL EXERCISE severe, moderate and mild categories. Services are offered to:

1. Eligible children and students with severe disabilities from 2 years 6 months of age on September 1; 2. Eligible children and students with mild or moderate disabilities from 3 years 6 months of age on September 1; 3. Parents and educators of children or students with special education needs in order to increase their capacity in providing appropriate educational programming. Access to Services Steps for assessment of student needs, required services or follow-up: Step 1 Teachers or parents identify a problem; File review and discussion with school administration and parents; Data collection, including checklists, anecdotal notes, interviews, contracts, classroom tests or diagnostic assessments; Development and implementation of the action plan; Follow-up to determine if childs educational needs are being met. If not, step 2 is undertaken. Referral to school-based identification and assessment teams; Development and implementation of the action plan or IPP; Follow-up to determine if childs educational needs are being met. If not, step 3 is undertaken. Referral made to the Resource Center, Student Health Services, medical doctors, neuro-developmental clinics, social services, or private clinicians for in- depth assessment of childs needs; Development and implementation of the action plan or IPP in collaboration with the learning team; Follow-up to determine if childs educational needs are being met and further consultations with the services listed above as needed to meet the needs of the student.

Step 2

Step 3

Mission Statement The mission of the FRCSNS focuses on giving hi-quality and ethical services to

Running head: ETHICAL EXERCISE francophone children with special needs so that they can maximize their learning

capabilities and benefit from a quality education. Our goal is to help Francophone children get the services they need in an area where they are considered a minority. Regardless of their ability, students with special needs will have equitable opportunity in an inclusive setting in their respective schools. The FRCSNS values its mission and it will help guide the actions and interventions of the team by respecting the deontological code of their discipline the laws and the provincials requirements. These values unite the employees and the consultants by forming one solid team. Ethical Practice for Psychologist at FRCSNS All of the staff and employees at FRCSNS are guided by professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of children and their families. This will be done accordingly with the proper guidelines indicated in the Canadian Codes of Ethics for Psychologists (See appendix 1). All employees will be advised beforehand of the policies we hold here at FRCSNS and will need to pass a short quiz and oral test before being considered as an employee. Once they have passed, in order to be employed at our agency, all employees must sign a consent form indicating that they will practice and work according to the Canadian Codes of Ethics and follow the following principles and guidelines with the outmost respect. Furthermore the employees will have to reread and reconsent to the ethical guidelines and procedures on an annual basis. If an employee doesnt adhere to the guidelines and principles at FRCSNS, they risk termination of employment. The following are FRCSNS ethical guidelines that the employees are committed to upholding:

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Maintaining challenging expectations for students with special needs to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit children with special needs and their families.

Practicing in collaboration with others who are providing services to children with special needs.

Developing relationships with families based on mutual respect and actively involving families and the children needing special services in educational decision making.

Using evidence, instructional data, research and professional knowledge to inform practice.

Protecting and supporting the physical and psychological safety of individuals with exceptionalities.

Neither engaging in nor tolerating any practice that harms individuals with exceptionalities.

Practicing within the professional ethics, standards, and policies of Alberta and the Canadian Code of ethics (see appendix); upholding laws, regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

Engaging in the improvement of the profession through active participation in

Running head: ETHICAL EXERCISE professional organizations.

Participating in the growth and dissemination of professional knowledge and skills. Keeping the clients records confidential Following up with the families 2-4 weeks after assessments are done.

Since I will not be able to supervise all of my employees on the job, there will be a short client survey sent out to every family that has used our services in order to ensure that the level of quality service is at the agencies standards. There will be a section at the end of the survey that will allow the client or the clients family to write any additional comments or concerns regarding the agency and the specific employees with whom they have worked. Furthermore, all employees at our agency will each have a safekeeping place at our agency with individual pass codes in order to maintain the highest confidentiality with their clients information. Only the supervisor will have every employees pass codes in case there is a problem or if the employee decides to move to another province or quit the agency. If the agency is faced with an ethical dilemma or when principles conflict, we will follow the 10 step decision-making process from the Canadian Code of Ethics for Psychologists (Sinclair & Pettifor, 2001) to help resolve any potential conflict or dilemma. Each employee will be handed a copy of the Companion Manual to the Canadian Code of Ethics for Psychologists once hired and will review the 10 step process collaboratively annually by solving ethical dilemmas through anonymous case studies. As the head of management, when dealing with grievance issues, I would meet with the client and the employee in question separately. Although, I would have another member of my staff present during my client meeting in order to minimize any biases and to act as a witness. After meeting with both parties, I would then have a meeting with everyone involved and,

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by using the 10 step decision-making process, try to resolve the matter as ethically and professionally as possible. Lastly, although the agency has strict guidelines and policies, the staff are happy here as everyone knows their limits as to what they can and cannot do. They also collaborate with one another and help each other out by using everyones strength and therefore create high quality services and teamwork.

Appendix Canadian Psychological Association Practice Guidelines for Providers of

Running head: ETHICAL EXERCISE Psychological Services (Sinclair & Pettifor, 2001) Provision of Services 1. The psychologist administrators are responsible for assuring the psychologist practitioners are suitably trained in the skills and techniques necessary for providing the services offered. 2. All levels of providers of psychological services are responsible for providing services efficiently and effectively. Organization of services 1. Psychologists establish the rationale and philosophy of services through clear statements of service delivery objectives. 2. Psychologists develop clearly defined policies and procedures to structure the delivery of services.

3. Psychologists establish clear lines of professional responsibility and accountability. Client relationship 1. Psychologists strive to make their client relationship clear and unambiguous. Training, Qualifications and Competence 1. Psychologists practice within the limits of their competence. Psychologists obtain training in the special areas of expertise where they will provide services. The training must meet the criteria for independent practice as required by the appropriate provincial/territorial regulatory body. Such training may include formal course work, research, individual study, applied training, and/or supervision as deemed appropriate. 2. Psychologists who provide services maintain current knowledge of scientific and

Running head: ETHICAL EXERCISE professional developments that are directly related to the services they render. Record Keeping and Confidentiality 1. Psychologists maintain accurate and current records of services provided 2. All levels of providers work to establish and maintain a reliable method for safekeeping and control of records.

3. All levels of providers establish unequivocal procedures for releasing records only with the fully informed consent of users.

References Sinclair, C. & Pettifor, J. (2001). Companion Manual to the Canadian Code of Ethics for Psychologists (3rd ed.). Ottawa, ON: Canadian Psychological Association.

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